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Nisa Aghnia Maulida, 2016
The Correlation Between Students’ Self-Efficacy and Their Speaking Performance
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
CHAPTER V
CONCLUSIONS, IMPLICATIONS AND
RECOMMENDATIONS
This chapter presents the conclusion of the research, implications and
recommendations for further research. It draws the interpretation of the findings
and discussion in the previous chapter. However, due to the limitations and
weaknesses of this present study, this chapter also presents several implications
and recommendations for further research.
5.1 Conclusions
Many studies in second or foreign language acquisition have been conducted to
explore the relationship between motivation and language learning success
(Dodds, 2011). This study, however, used one of motivational theories, namely
Self-Efficacy Theory derived by Bandura (1989). By using Bandura's theory of
self-efficacy, this study sought to investigate students' self-efficacy level among
8th grade students of junior high school. There were 36 students participated in
this research. Their self-efficacy level fell into the moderate level. It revealed that
they could control, at least, their beliefs and motivation in order to accomplish
something successfully.
Despite the fact that innumerable studies have established a positive correlation
between self-efficacy beliefs and academic performance, the correlational study
between self-efficacy beliefs and second or foreign language learning has received
little amount of attention (Dodds, 2011). For that reason, this present study
attempted to find out the correlation between students' self-efficacy and their
speaking performance in English subject.
This present study had established a moderate positive correlation between
students' self-efficacy and their speaking performance. In general, participants
who were indicated having a strong sense of efficacy tended to perform better
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Nisa Aghnia Maulida, 2016
The Correlation Between Students’ Self-Efficacy and Their Speaking Performance
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
the first speaking test, some participants who were indicated having a medium
sense of efficacy also performed as well as the participants who were indicated
having a strong sense of efficacy. Further, participants who were indicated having
a low sense of efficacy performed worse than the participants who were indicated
having a strong sense of efficacy. Nonetheless, in the second speaking test, the
high self-efficacy students performed the speaking test to a mid-range level.
Meanwhile, the low self-efficacy students performed to a low-level.
Students performance on speaking tests could probably due to their preparation
and speaking test materials. Regarding the preparation time, the first speaking test
provided more preparation time for students than the second speaking test. It was
because on the second speaking test, students were asked to speak straightaway
without having much time to think or prepare. Further, different speaking test
materials may have also been the factor determining students’ speaking
performance. When they had already known what to perform on speaking test, as
on speaking test 1, the better their performance would be. Even so, when they did
not know what to perform on speaking test, as on speaking test 2, the worse their
performance would be.
5.2 Implications for Education
Self-efficacy is measured by the beliefs that people hold regarding their own
capability instead of their scores in academic tasks. (Bandura, 1997). From the
findings of the present study, it was shown that asking students about their sense
of efficacy beliefs before the assessment also could predict students' scores in the
assessment. It is important for teachers or educators to measure students' efficacy
beliefs before giving tasks or assessments. By knowing their students' efficacy
level, it could help teachers to predict their scores. Besides, teachers will also be
helping them to develop their sense of efficacy and give them motivation to learn.
Teachers can also give more attention to students who were indicated having a
low sense of efficacy. For example, in an English classroom, teacher encourages
students to speak by asking their opinions or repeating words, phrases or
sentences that have been spoken by the teacher. Assisting students to develop
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Nisa Aghnia Maulida, 2016
The Correlation Between Students’ Self-Efficacy and Their Speaking Performance
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 5.3 Recommendations for Further Research
Since this research took a small sample size, the further research with more
participants are recommended. Moreover, this research only used a Spearman's
Rank-Order Correlation design, therefore a multiple correlation or path analysis
regarding this research could be used to establish a greater understanding of
self-efficacy. Besides, using different variables for the correlation is also
